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The children showed vast improvement, which led to further development of the approach. When further developing DI, they applied the same principles to create a formal instructional program that included language, reading, and math. The formal program was termed DISTAR, for Direct Instruction System for Teaching Arithmetic and Reading.
Siegfried "Zig" Engelmann (November 26, 1931 – February 15, 2019) [1] was an American educationalist who co-developed the approach to instruction termed "Direct Instruction" (DI). Engelmann was Professor Emeritus of Education at the University of Oregon and Director of the National Institute for Direct Instruction. [ 2 ]
Follow Through was the largest and most expensive experimental project in education funded by the U.S. federal government that has ever been conducted. The most extensive evaluation of Follow Through data covers the years 1968–1977; however, the program continued to receive funding from the government until 1995.
Science Research Associates Inc. was founded in 1938 [1] with a trade and occupational focus. In 1957, it moved into individualized classroom instruction with the iconic SRA Reading Laboratory Kit, a format that they translated to mathematics, science, and social studies [1] commonly called SRA cards. [2]
Furthermore, donors that are giving to the advancement of personalized learning need to consult new research to ensure that they are donating to programs that benefit all students including those who belong to vulnerable populations (students in special education, bilingual emergent students, and students of low socioeconomic status), not just ...
My youngest child is 3, and for 13 years, I've been the primary caregiver, working part time from home to accommodate the demands of raising three kids. ... It's where I host friends for kid-free ...
Cognitively Guided Instruction is "a professional development program based on an integrated program of research on (a) the development of students' mathematical thinking; (b) instruction that influences that development; (c) teachers' knowledge and beliefs that influence their instructional practice; and (d) the way that teachers' knowledge, beliefs, and practices are influenced by their ...
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